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Edible Cell Analysis
Resource ID#: 75766
Primary Type: Lesson Plan
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In this lesson, students compare and contrast the major structures found in plant and animal cells.
The will develop drawings and look at prepared slides to get a better understanding of the
organelles and function of these cells. Then, students then construct edible models of plant or
animal cells, justifying their use of materials to represent various cell components. Student
directions and rubric are provided. They will then present these ideas to the class or small
groups. Finally, they will take a Quiz (final assessment) to determine if they have mastered this
benchmark.
Generally, this is a four day plan (60 minute periods). Day 1 - Is a good day to grab the students
attention with a bell ringer about the importance of cells, introduce the organelles and their
functions, and complete the microscope lab. Day 2 - Students may construct their drawings and
explore the animated cell activity. Day 3 - (Usually a Monday, so students have time over the
weekend to gather their materials and make their edible cells) edible cells and their presentations
are due. Day 4 - Quiz.
Subject(s): Science
Grade Level(s): 6, 7, 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection
Instructional Time: 4 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: plant cell, animal cell, cell wall, membrance, mitochondria, ER, cytoplasm, vacuole
Instructional Component Type(s): Lesson Plan, Project , 3D Modeling
Resource Collection: FCR-STEMLearn Cell Biology
LESSON CONTENT

Lesson Plan Template:
Learning Cycle (5E Model)

Learning Objectives: What will students know and be able to do as a result of this
lesson?
1. Students will compare and contrast the structure and function of the organelles and structures within
plant and animal cells.
2. Students will compare and contrast the structure and function of the outer boundaries of plant and animal
cells.
3. Students will be able to create a model and justify their material choices in constructing the structures of
the cell.

Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students should have basic a basic knowledge that all living things are made of cells.
2. Students should know that cells are the basic unit of life.

Guiding Questions: What are the guiding questions for this lesson?
1. How are plant and animal cells different? Similar?
2. What would happen if a certain structure or organelle of your cell was missing?
3. Why are models useful when studying cells?

Engage: What object, event, or questions will the teacher use to trigger the students'
curiosity and engage them in the concepts?
1. Students will use microscopes to explore a variety of plant and animal cells on prepared slides.
Students will draw and describe what they see on each slide. You may use any use any prepared plant or
animal cell of your choice. Some common ones I use include but are not limited to the following: onion
bulb, Congo eel liver, lilac leaf, pine leaf, corn stem, basswood stem, hydra, daphnia, paramecium, honey
bee mouth, dog small intestine, and human blood smear. Also, may prepare a slide themselves, examples
include: onion skin and their own cheek cell. Note: Be sure to remind students to handle live tissue using
proper procedures (i.e. gloves and proper disposal). Also, make sure to review parts and rules for using the
microscopes using your preferred source.
2. Animated cell structure activity Cell Activity (Students will use individual computers to engage in this
cell activity. The animated program will guide them and correct them when they make mistakes. If you
have limited computers, you may choose to have them work in pairs or small groups. Or if you have no
extra computers or a difficult class, you may choose to do this as a whole class activity, using a whiteboard
or document camera). After this activity, they should have a better understanding of the structure of plant
vs. animal cells.
3. Students will draw and label cell structures and functions plant and animal cells. They may use the
links below or other provided text as a guide. I have found this activity to increase engagement and
memory in my students. Teachers may also wish to provide unlabeled drawings of cells.
http://plantsmakaelan.wikispaces.com/file/view/plant_cell.jpg/92938550/727x712/plant_cell.jpg
http://dbscience5.wikispaces.com/file/view/celldiagramcjs.gif/53528076/540x450/celldiagramcjs.gif

Explore: What will the students do to explore the concepts and skills being developed
through the lesson?
After students have completed their cell drawings in order to reinforce a basic knowledge of plant
and animal cells, they will further their knowledge by building a 3-D model. They will now choose
whether their model will represent a plant or animal cell, and be certain to build their model to accurately
portray this type of cell. The model should include the organelles and structures listed in the attached
Edible Cell Rubric (see attachment section of this lesson), and students must be justify the object/ material
they selected to represent each organelle and structure.
Edible models should be made at home (unless you have access to a cooking area in your school) and given
a due date. I prefer to stagger the class due dates so that I don't have 125 cakes on one day. As per the
accommodations, this lab can also be completed with non-edible options using Styrofoam, shoe boxes, etc.
Tell the students the may eat their projects, and/or share with others, after they have been graded by
the teacher.
Here are some examples of different types of edible cells. Please note that these models lack the required
justification for each structure: (in the pizza example, for instance, the student would need to explain WHY
the mushroom would represent a Golgi body)
Pizza Animal Cell Model
Cake Plant Cell Model
Jello Animal Cell Model
Cake Animal Cell Model

Explain: What will the students and teacher do so students have opportunities to clarify
their ideas, reach a conclusion or generalization, and communicate what they know to
others?
Student: Cell Presentations Rubric (Students will have an opportunity to explain their model, as well as
view others models).
During their presentations, students should explain the type of cell they chose (e.g. "This has a cell wall
because it is a plant cell."), describe the function of the structures/organelles within that cell, and justify
why they chose the edible items they chose (e.g. "I chose a large jawbreaker for the nucleus of the animal
cell, because that's the largest organelle within that type of cell. Also, it generally appears round" or "I
chose fruit roll-ups for the Golgi body (apparatus), because it's a stacked folded membrane that looks like a
folded fruit roll-up").
Remind students that in order to receive full credit, they must meet all the requirements outlined in the
Edible Cell Rubric, as well as the Presentation rubric. These may be found in the assessment portion of this
lesson plan.

Elaborate: What will the students do to apply their conceptual understanding and skills
to solve a problem, make a decision, perform a task, or make sense of new knowledge?
Students will use their understanding of the roles of plant and animal cell structures to evaluate their
classmates' models and justification of those models. Before presentations begin, teachers should remind
students that there is no such thing as a perfect model. All models break down at some point - they are
simply using their new understanding to figure out what is great about the model and where the model
"breaks down." Students can record their ideas on this peer evaluation sheet.

Summative Assessment
'Edible Cell' Rubric
Presentation Rubric
Quiz (At the end of unit, students will take this quiz to further assess their knowledge).
Teachers will assess student understand by their ability to create, justify, and explain 3D models with the
attached rubrics.
Teachers may also assess understanding with the provided quiz.

Formative Assessment
1. Bell ringer: Ask students, "What are you made of?" If they don't know, ask probing questions like,
"What's inside your body?" or "What's the smallest part of a living thing?" If no one can answer, tell them
cells.
2. Cell Drawings: Students should attempt to draw and correctly identify organelles in both plant and
animal cells by labeling all parts and their functions. Plant cell drawings should include: cell wall,
chloroplasts, large central vacuole, cell membrane, nucleus, cytoplasm, mitochondria, endoplasmic
reticulum (smooth and rough), and ribosomes. Animal Cell drawings should include: nucleus, cytoplasm,
mitochondria, endoplasmic reticulum (smooth and rough), ribosomes, vacuole, cell membrane and
lysosomes.
Their drawings should also include a key of the function of each part. Terms and functions sheet

Feedback to Students
1. During the bell ringer discussion, guide students to explain that all living things are made of cells and
that cells are the basic unit of life.
2. Once drawings are completed in the guided practice phase of this lesson, students will exchange
drawings in small groups and critique each others. They should discuss if the drawings are titled and
labeled correctly according to what type of cell it is. Also, at this time they may choose to compare and
contrast the two cells and organelle functions. If they don't know on their own, probe them too. "Ask your
partner, how do you know this a plant cell"?
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:




Students will be provided extended time.
Students with poor writing skills will be provided a pre-drawn template that they will color code
the organelles and label, matching with their function.
If Students have limited resources to make an edible cell, they make construct a non-edible 3-D
model (i.e. out of Styrofoam or shoebox, etc.). If those resources aren't available, allow them to
create a 2-D poster model.
Extensions:
Students can complete a RAFT assignment in order to further demonstrate their knowledge of the cells.
Role of the writer: a particular part of the cell (i.e. nucleus).
Audience: the other organelles within the cell (any organelle they are not assuming the role of).
Format: dialogue (conversation)
Topic: one organelle will persuade the other organelles of their importance (i.e nucleus will persuade the
mitochondria "another student" to continue on its daily functions "providing energy for the cell".
(Read more about the RAFT strategy.)
Students could also use this strategy to create a fictional story of their organelle or to present their
information to a different audience, such as a group of smaller children.


Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection
Special Materials Needed:
Students are expected to provide materials for a 3D model, ideally an edible 3D model
SOURCE AND ACCESS INFORMATION
Contributed by: Joe Medley
Name of Author/Source: Joe Medley
District/Organization of Contributor(s): Nassau
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.L.14.4:
Description
Compare and contrast the structure and function of major
organelles of plant and animal cells, including cell wall, cell
membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and
vacuoles.
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.7: Look
for and make use of structure.